Equality and Diversity Staff Full Report 2013/2014

Transcription

1 Appendix N Equality Diversity Committee 17 th February 2015 Equality and Diversity Staff Full Report 2013/2014 1

2 Table of Contents 1. Introductions Definitions & Abbreviations Equality & Diversity Committee Membership 2013/ Achievements Equality Challenge Unit Gender Charter Mark HR Pulse Survey & HR Action Plan HR Data Staff Development Model Equality & Diversity Employer Working Group(MEDE) Key Staff Data Internal Comparison 2013/ Key Benchmarks: All HEI Comparison Key Benchmarks: Student Comparison Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability Gender by Staff Group Gender by r Academic Staff Key Benchmarks: Student Comparison Gender by Disability and Staff Group Disability Profile Staff Ethnicity: Summary Breakdown and External Comparison Staff Ethnicity: Detailed Breakdown Ethnicity breakdown by Staff Group Age Profile by SOAS Non-Teaching, Teaching and HEI s

3 Page 5. Workforce Profile Analysis Gender, Ethnicity, Disability and Age Staff Grievances, Disciplinaries, and Employment Tribunal Cases Staff Disciplinaries Grievance Employment Tribunals Capability Formal Sickness Grievances Employee Support Programme(ESP) Maternity Staff Turnover Exit Questionnaires Recruitment Data by Ethnicity, Gender, Age, Staff Group and Disability Applications - Applicants by Ethnicity (Detailed) Applicants by Disability Applicants by Age Applicants by Ethnicity Interviewees by Gender Interviewees by Ethnic Interviewees by Disability Interviewees by Age Successful Candidate by Ethnicity Successful Candidate by Disability 42 Successful Candidate by Age 42 3

4 Successful Candidate by Gender Staff Development Data Staff Development Events Attended Centrally Organised Training Attendance at Internal SD events by Staff Group Nationality and Ethnicity Data Employees Who Attended One or More Training Event Mandatory Training Staff Orientation External Training Events Staff Development and Review (SDR) Staff Development Review Forms received Update on Previous Recommendations Acknowledgements 60 4

5 SOAS EQUALITY AND DIVERSITY STAFF REPORT 2013/14 1. Introduction This is the ninth Equality and Diversity report produced by SOAS, University of London (the School). The School continues to support its duty as outlined in the Public Sector Equality Duty for the Equality Act 2010, which places due regard to the need to: eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010 advance equality of opportunity between people from different groups foster good relations between people from different groups The data provided in this report, is analysed based on the protected characteristics, staff composition, employee relations casework, maternity leave, staff turnover, staff recruitment and participation in training by ethnicity, gender, disability and age, broken down by staff category and grades as appropriate. The report will set out the equality related data that has been gathered for the year 2013/14, with statistical information compiled from the Human Resources data base Resource Link, as at December 2014 and comparison with HEI s and the Office of National Statistics (ONS). The data provided will enable the School to have an evidenced based approach to equality and demonstrate compliance with the requirement of the Equality Act to publish relevant equality information. Sector wide equality data taken from the Equality Challenge Unit s publication Equality in Higher Education Statistical Report 2014 are referenced and the data is compared against key bench-marks, which are based on data collated from the whole of the UK higher education sector for HESA for the 2013/2014 academic year. In line with previous years, this report continues to examine all areas of equality and diversity across the School, to include comparative data were available and to provide an analysis based on trends. The School still does not hold sufficient data on employees religious beliefs or sexuality for these statistics to be reported on in a meaningful way. However, with the formulation of the Model Equality & Diversity Working Group(MEDE), chaired by the Director of Human Resources and comprising representatives of the recognised Trade Unions, UCU, and Unison, the Diversity Adviser, the School Secretary and HR representatives, the group will report on how the School intends to improve the reporting of this area. Although, there is no specific legal requirement for the School to carry out an equal pay review, the School has undertaken to carry this out for a number of years. Data relating to staff salaries and pay gaps is included in a separate Equal Pay Audit report and Executive Summary. 5

6 The School continues to take pro-active steps to foster an environment which embeds equality and diversity at the forefront of its aims and objectives. This approach has served the School positively in meeting the legislative requirements previously; therefore it has committed itself to focus on revising and updating the existing suite of policies and procedures to reflect the current legislative requirements. Some of the policies up dated within this period include: Sickness Absence Policy(currently awaiting final approval) Health & Wellbeing Policy Flexible Working Policy(currently awaiting final approval) Promotions and Rewards incorporating Unconscious Bias mandatory training for Promotion panels Training for managers and staff involved in recruitment of staff and/or students The School will ensure that its policies and practices are appropriate and accessible to all and meet the diverse needs of all members of the School. In addition, the development of the policies and procedures, implementation and awareness raising will be carried out to promote and reinforce the positive message of equality. In conclusion, the report will seek to analyse staff, student equality data and identify trends which will enable the School to undertake workforce planning in a more meaningful way. 6

7 1.2 Definitions and Abbreviations This Equality & Diversity Report is derived from the HR Resource Link system as at December The staff number presented are of individual staff members (headcount) rather than full person equivalents (FTE). Staff at the School Any person who holds a post has a contract of employment with the School and is considered to be an employee. Employees are categorised as Teaching & Research (ACA), Teaching & Scholarship (TEA i.e. teaching only), Research (RES), and Support Staff (SUP). Full time staff are defined for the purpose of this report as being employed at 1 FTE (full- time equivalent); Part-time staff are defined as being employed at less than 1 FTE. Since January 2007, the School has negotiated with its trade union members, UNISON and UCU, to implement the JNCHES Framework National Agreement, which incorporates a single pay spine. All posts are assigned to a specific grade within the grading structure. The pay structure is underpinned by job evaluation and is consistently applied for all posts across the School. The pay spine ranges from Grade 2 to Grade 10, in addition to this there are pay bands for professorial and senior post. A number of posts have been assigned to specific grade i.e. Lecturer, Grade 7, Senior Lecturer grade 8. Staff are defined as having either permanent (open=ended) or fixed term contracts. Those on fixed term contracts are employed for a defined period or have an end date on their contract of employment. Age (Staff) This report uses the following age ranges Age up to and over 7

8 Disability Disability is recorded within the Resource Link system using the HESA staff categories. HESA has a number of disability fields for staff disclosure at either recruitment or during employment at the School. In most tables staff are grouped as either: Y = Yes (Declared disabled) N = No (Not declared disabled) U = Unknown (Not known to be disabled) Ethnicity Ethnicity groups have been revised for this year and have increased to 19 to reflect the new category. HESE categories, which now include Arab and White for the first time, are as follows: Person Ethnic Origin: White White British White Irish Other White Background Black or Black British - Caribbean Black or Black British - African Other Black Background Asian or Asian British - Indian Asian or Asian British Pakistani Asian or Asian British Bangladeshi Chinese Other Asian Background Mixed - White and Black Caribbean Mixed- White and Black - African Mixed - White and Asian Other Mixed Background Arab Other Ethnic Background Not Known 8

9 1.3. Equality & Diversity Committee Membership 2013/2014 Ex-Officio Members School Secretary Director of Human Resources Head of Widening Participation Student Disability Advisor Interim Diversity Advisor (Executive Secretary) Other Members: Dean of Faculty of Languages and Cultures, Academic Member of EB Dean, Faculty of Law and Social Sciences Academic representative, Faculty of Arts & Humanities Academic representative, Faculty of Languages & Cultures Academic representative, Faculty of Law & Social Sciences UNISON representative UCU Equality Representative and Leader of the BME Staff Group Lay member appointed by GB [HR Department, Birkbeck College] Students Union representative Disabilities Officer Students Union representative LGBTQ Officer In attendance: HR Manager (Equalities) Staff Development Manager 9

10 2. Achievements from 2013/ Equality and Diversity continues to be a strategic issue of importance at the School and this is reflected in the mission, vision and centenary core values as stated below: The School is committed to promoting and developing equality of opportunity in all its functions and will seek to do this by: communicating its commitment to equality and diversity to all members of the SOAS community communicating where responsibility lies for equality issues providing training for decision-makers and briefings for staff and students maintaining mechanisms for implementation, monitoring, evaluation and review taking positive action to redress any under-representation of particular subgroups in the workforce treating acts of discrimination as a disciplinary offence consulting with trade unions, interested groups and individuals, internal and external The work of the Equality and Diversity Committee along with Equality & Diversity Working Groups across the School is both proactive and reactive. The work is governed by legalization, best practice and governance, and where we anticipate forthcoming legal changes we develop policies and procedures to better position the School to respond to these requirements. However, there is also a need to recruit and retain the highest skilled staff to enable the School to continue to be best placed within the sector. Therefore, the approach to equality and diversity across the School is to be proactive and influential to drive change across the School. This approach has been particularly reflected with the introduction of the Model Equality & Diversity Working Group, which has been tasked with the remit to shape the School into being a model equality employer and establish standards which can be reflected within the sector During 2013/14, activities initiated across the School to strengthen our approach to equality and diversity are referenced below: Achievement of Equality Challenge Unit Gender Charter Mark Bronze Award Enforcing Mandatory Recruitment and Selection training Developing and taking actions aimed at reducing the Gender Pay Gap Reviewing equality information required for Research Excellence Framework(REF) Introduction Unconscious bias training for the School Promotion Panel Reviewing and re-launching the Mentoring Scheme Piloting on line Staff Development Reviews Aurora Programme First Annual Model Equality & Diversity Event Representing SOAS 10

11 2.2 Equality Challenge Unit (ECU) - Gender Charter Mark (GEM) Gender equality continues to be a strategic issue of importance at the School, particularly in terms of female representation in academic leadership roles. Sharing and embedding best practice emerging from our involvement with external initiatives such as the Equality Challenge Unit, Gender Charter Mark The School has successfully achieved the Equality Challenge Unit (ECU), Gender Charter Mark Bronze Award 2014, which is the highest award possible at the time. SOAS was one of only five pilot sites to achieve this new award, out of a total of 11 institutions taking part. The Bronze level is the first step in a process, showing a strong commitment to specific actions and building a culture that will improve the representation, progression and success of both staff and students. While the charter has a particular focus on the under representation of women in senior roles, it will also encourage progress on the under representation of men in subjects such as teaching and social work and also works to address the unfair treatment often experienced by trans gender people The Bronze award will be in place for three years until 2017 and the School can then apply for the Silver award which will be awarded for demonstrating a significant achievement of initiatives for promoting gender equality. The Silver award will be applicable for a further three years, followed by the Gold award The GEM Working Group was established in September 2014 to support the School s commitment to gender equality. The group is chaired by the School Secretary, supported by a range of Academic staff, Professional Support staff, Trade Unions and HR representatives. It was important for the group to be represented by a range of employees on different grades and gender and this has been successfully achieved. The Group will continue to put measures in place to reduce the gender pay gap, review the numbers of women in senior management position, review the Governance composition, and continue to build on initiatives such as the Aurora programme, mentoring and career progression programmes to enhance the skills of women to apply for senior positions The School has commissioned the group to focus on three key priorities: Developing a detailed action plan, via the Model Equality and Diversity Employer group, to address issues that contribute to the gender pay gap within the School whilst remain competitive on pay issues Review professorial/senior salaries and leavers with respect to gender Implement the action plan from the Model Equality & Diversity Employer work The Group will work towards implementing the GEM Action plan for the next three years, until

12 2.3 HR Pulse Survey and HR Action Plan The annual HR Pulse Survey has formed a key part of setting the HR strategy objectives throughout the year. As part of this, HR has undertaken to review Part-time employee s entitlement to closure days and bank holidays. A variety of processes including recruitment and selection, HERA job evaluation and the development of a Staff Health and Wellbeing policy (including stress management). The reviews in this area have ensured part time staff are treated equitably and measures are put in place to reduce stress levels HR Data The School invested to improve the HR data held on Resource Link, by conducting a Process Fix review for enhancing Resource Link. The project is planned to be completed in July 2015 and will enable the HR Team to review all the data currently recorded and put measures in place to improve reporting across the School The project will deliver a step-change in the quality and accessibility of staffing data to all line managers and individuals, raising levels of understanding and confidence. A number of new services will be made available to all staff through a simple on-line interface and existing HR and Payroll processes will be streamlined. The project will establish post to post reporting; introduce electronic forms, a range of management reports, capturing the School data at real time. The project will bring together all the School data which will improve the quality of customer services and information provided by HR and line managers effectiveness The management information data plays a significant role in evidencing a snapshot of the organization, reviewing trends and targeting initiatives for certain protected groups. The GEM working party will continue to work in partnership with the Resource Link project to ensure reports are in place to support progressing this area of work. 2.5 Staff Development Robust training and development initiatives were delivered during the year, including Unconscious Bias training for the Promotion Panel and training to managers and staff involved in the recruitment of staff and/or students The School for the first time has supported the Aurora programme and five members of staff have successfully achieved places on the programme. The Aurora Programme has been designed to encourage women in academic and professional roles to think about themselves as leaders, to develop leadership skills and to help institutions maximise the potential of these women. The programme is run by the Leadership Foundation and aimed at women in academic and professional roles up to senior lecturer level or professional services equivalent (Grade 9, but without substantial leadership experience) 12

13 who would like to develop and explore issues relating to leadership roles and responsibilities The mentoring programme has been reviewed and re-launched with a view to provide more opportunities for career progression and to address the issue of under-representation of women into management positions. 2.6 Model Equality & Diversity Employer (MEDE) The Model Equality & Diversity Employer Working Group has been in place for the past year with members of the HR Team in partnership with the Trade Unions (Unison and UCU) along with the Diversity Adviser and School Secretary. For 2013/14 six objectives were identified. The table below illustrates the objectives and outlines the impact the objectives have had on the strategic aims of the School: Objectives Achieved Strategic Impact Attend the ECU Gender Charter Mark Achieved on 4 September 2014 Continued work to address the pay gender gap and progression of women into senior positions. Introduce unconscious bias training across the School Implement mandatory Recruitment & Selection and Equality Awareness Training for managers and staff involved in the recruitment of staff and students Introduced in July 2013 Raising awareness for unconscious biases, change attitudes and behaviour and improve the quality of decision-making within recruitment and selection, promotions and organizational performance. Implemented August 2014 The aim is to ensure all employees participating in recruitment and selection are aware of equality legislation and have the right skills, knowledge and attitudes required to support the School in achieving its objective to appoint highest level of talented candidates. Devise and implement an administration light Equality Impact Analyses process Partly achieved Governing Board and Executive Board have agreed a summary paper for all reports requiring 13

14 action/decision by EB, which covers equality implications. Through the work of MEDE a review of Equality Impact Analyses will take place in Through EIAs likely positive impacts can be anticipated and strengthened; while potential adverse impacts can be eliminated or mitigated. Undertake a qualitative analysis/review of recruitment statistics to identify any potential bias in recruitment selection and decisions Develop an Action Plan for the MEDE for 2014/15 Completed October 2013 A pilot study undertaken during summer/early autumn 2013 and a report was provided to HR Committee and EDC in February There were no potential discrimination practices identified. Achieved November 2014 MEDE Action plan identified to progress proactive equality & diversity initiatives. 14

15 3. Key Staff Data 3.1 Internal Comparison 2013/2014 We continue to monitor staff and students by specific equality groups, such as Gender, Disability, and Ethnicity groups. The table below summaries the data categorised against the work type groups within the School and identifies the changing trends. Table 1: December 2013 SOAS Headcount Teaching & Research Teaching & Scholarship Research Support Total Total Staff Female 113 (37.05%) 259 (55.58%) 15 (50%) 236 (59.15%) 623 (51.92%) Male 192 (62.95%) 207 (44.42%) 15 (50%) 163 (40.85%) 577 (48.08%) BME 98 (32.1%) 227 (49%) 8 (26.6%) % 461 (38.4%) Unknown Ethnicity 7 (2.3%) 32 (6.86%) 1 (0.33%) 1 (0.25%) 41 (3.41%) Disabled 6 (1.97%) 14 (3.00%) 0 12 (3.00%) 32 (2.6%) Table 2: December 2014 SOAS Headcount Teaching & Research Teaching & Scholarship Research Support Total Total Staff Female 117 (38.24%) 291 (54.70%) 17 (53.13%) 257 (60.19%) 682 (52.58%) Male 189 (61.76%) 241 (44.30%) 15 (46.87%) 170 (39.81%) 615 (47.42%) BME 87 (28.45%) 240 (44.11%) 9 (28.13%) % 475 (36.16%) Unknown Ethnicity 18 (5.88%) 30 (5.64%) 1 (3.13%) 5 (1.175%) 54 (4.15%) Disabled 8 (2.61%) 13 (2.44%) 1 (3.13%) 14 (3.27%) 36 (2.78%) The tables above outline the staffing groups captured by Gender, BME and Disability, compared to the headcount in

16 3.1.1 The overall head count has increased from 1200 employees to 1297 employees and these increases are demonstrated marginally in all categories. However, the significant increases are demonstrated within the Teaching & Scholarship group, increasing by 66 employees and the Support staff group increasing by 28 employees. The other groups are relatively unchanged. In further analysis of the recruitment for this period, the data from I-Grasp has illustrated both the Teaching & Scholarship and Support staff groups have appointed the highest figures of new starters, which is consistent with the increase of staff in both categories The overall percentage of female staff, has increased from a total of 623 employees in 2012/13 to 682 employees in 2013/14, and now makes up 52.58% of staff. This is particularly reflected within the Teaching & Scholarship and Support groups. In general terms, the increase in gender for both male and female staff within the Teaching & Scholarship group has increased steadily, which indicates that the School has successfully evenly recruited to both female and male staff within this group The gender balance for female staff continues to increase slightly. For this period, 2013/14, the female group is reported at 52.58% and the male group at 47.42%, which is generally evenly split and this even trend is also reflected in 2012/13. The overall gender balance is slightly favoured for female staff in 2013 and this balance increased slightly in 2014 to 52.58% in The recruitment data for this period, produced from I-Grasp, illustrates a higher of proportion of female staff were appointed for this period, predominately in the Support staff category The employees declaring themselves as disabled continues to minimally increase, and is now reported at 2.78% with a slight increase reflected in all work type categories When considering the percentage of staff as disabled and BME, it must be noted that within the proportion of staff recorded as unknown, there could be staff from BME groups who chose not to identify themselves The table shows that of those staff who did decide to disclose their ethnicity in 2012/13, 38.4% had an ethnicity that were amongst the BME categories, 3.4% of staff did not declare their ethnicity. In the period 2014, 36.16% of staff who declared their ethnicity fell in the BME categories, with 4.1% not stating their ethnicity. This shows as a percentage fall from 38.4% to 36.16% The HESA categories for this area have been updated and can be explored in more detailed in Section 4.6 of this report. 16

17 3.2 Table 3 : Key Benchmarks: All HEI Comparison 2014 SOAS Female Teaching & Research 38.24% (117/306) Teaching & Scholarship 54.70% (291/532) Research 53.13% (17/32) Total 32.77% (425) All HEIs Female SOAS BME 0.39% (37515/94595) % (87/306) 0.49% (23290/46795) 43.98% (234/532) 0.44% (19035/42350) 28.13% (9/32) *Total of all staff groups 52.58% 0.53% (206040/382515) 25.44% (330) Total of all staff groups 36.16% All HEIs BME SOAS Disabled All HEIs Disabled 10.9% 9630/87770) (2.61%) 8 3% (3275/94600) 10.75% (4560/42390) (2.44%) 13 4% (1880/46795) 19% (7410/38015) (3.12%) 1 1% (985/51250) 10% (40265/373780) (1.70%) 22 Total of all staff groups 2.78% 3.9% (15035/38250) *Total female staff of all staff groups (Teaching & Research, Teaching & Scholarship, Research and Support Staff) The data shows that SOAS has a lower proportion of staff from BME groups compared with HEI s as a whole There is one disabled staff recorded for Research employees. However, the overall percentage of disabled staff and students has remained unchanged. Disabled HEI overall percentages as at 2013 was recorded as 3.4% and 2.78% in In 2014, 53.9% of all higher education staff in the UK were women. The statistics show the composition of SOAS female employees compared to HEI is broadly similar. 17

18 3.3 Key Benchmarks:SOAS Student Comparison Table 4: 2013 SOAS Student Comparison % Female % BME % Disabled SOAS Staff 52% 38% 2% SOAS Student 62% of all students 50.9% all students 11.8% all students All HEI s Students 59.4% of home (UK domiciled) students 57.7% of home (UK domiciled) students 46.7% of home (UK domiciled) students 18.8% of home (UK domiciled) students 7.7% of home (UK domiciled) students 8.6% of home (UK domiciled) students Table 5: 2014 SOAS Student Comparison % Female % BME % Disabled SOAS Staff 52.58% 36.16% 2.78% SOAS Student 63.4% 51.2% 10.6% All HEI s 56.2% 9.6% (UK) 9.5% Students 46% (London) *The national data is from the Equality Challenge Unit, Equality in higher education: statistical report 2014 Part 2: students. (Published Nov, 2014) Table 4.1 (p.152, Gender); Table 3.1 (p. 112, Ethnicity); Table 2.1 (p.70, Disability). SOAS female staff of 52.5% compares well to HEIs where 53.9% of staff working in UK HEIs were women, but shows a gap of 11% compared to the SOAS student population. SOAS BME staff of 36.1% is comparable to HEIs (England) but lower by 10% compared to HEI s BME student population (London) and SOAS BME student population. SOAS declared disability disclosure rate is 2.78%. This is low and the HEI sector reports persistent low rates of declared disability of 3.9%. 4. Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability 4.1 Gender by Staff Group Table 6: December

19 Category of Staff Gender Total Staff Percentage of Total Staff Teaching & F % Research Teaching & M % Research Non-Teaching & F % Research Non-Teaching & Research M % Table 7: December 2014 Category of Staff Gender Total Staff Percentage of Total Staff Teaching & F % Research Teaching & M % Research Non-Teaching & F % Research Non-Teaching & Research M % The tables show the overall gender of Teaching & Research and Non-Teaching & Research for 2013 and Broadly the slight increase, in Female Teaching & Research staff increases by 4 female employees. In the Male category there has been a decrease of 3. However there has been an overall increase in both female and male groups, in the Non-Teaching & Research category. This trend is because of the increase of recruited of employees within this staff group. 19

20 4.2 Graph 1: Gender by Academic Staff Gender by Academic Staff Dec Gender by Academic Staff Dec FEMALE MALE 4.3 Graph 2: Gender by Non Academic Gender by Non-Academic Dec % 39.81% % 53.11% 60.19% 54.70% RES RES% SUP SUP% TEA TEA% 291 FEMALE MALE RES RES% SUP SUP% TEA TEA% FEMALE % % % MALE % % % 20

21 4.3.1 The graph illustrates clearly for the period 2014, that there are 189 Male Academic staff and 117 female staff. In the Non Academic category the Teaching & Scholarship and Support groups illustrate the highest band. The support staff group recorded findings of 257 female staff and 170 male staff and the findings within the Teaching & Scholarship category, has 291 male staff and 241 female staff. Further analysis of findings will be explored in the Pay Audit report, to measure the differential against gender, ethnic background and age for these groups of staff. 4.4 Gender by Disability and Staff Group The table below illustrates a break-down of female and male staff declaring a disability over the period from 2011 to The table shows that, although the workforce has marginally increased the overall numbers broadly remains unchanged. There has been an increase in employees not disclosing a disability and it is hoped that the Enhancing Resource Link project along with the School seeking to obtain the Positive about Disability Symbol in 2015 will improve the reporting in this area and assist in further analysis. Table 8 : Gender by Disability Staff Group Staff Group Gender Disabled Flag Teaching & Research Male Female Yes No/ Not Supplied Yes No/ Not Supplied Number of Staff Number of Staff Number of Staff Number of Staff Non Teaching & Research Male Yes No/ Not Supplied Grand Total(All Staff) Female Yes No/ Not Supplied Disability Profile Overall the small proportion of staff in the School workforce who declared a disability is significantly lower than the national average of the working population, as expected of this sector. The HEI s reports shows persistent low rates of declared disability across the HEI which sector, makes the results of the analysis unreliable and this is also true for the School. 21

22 4.5 Staff Ethnicity: Summary Breakdown and External Comparison Table 9: Ethnicity Breakdown and External Comparison Summary SOAS Staff All HELs SOAS Staff All HEIs Ethnicity of Staff Asian 7.16% 4% 7.48% 4% Black 5.24% 2% 5.48% 2.12% Chinese 5.58% 2% 4.78% 1.8% Mixed 1.83% 1% 1.58% 1.3% Other 40.76% 1% 41.62% 1% White 34.17% 84% 34.85% 83% Not known 1.08% 5% 1.00% 5% Information 1.83% N/A 2.39% N/A refused Not Provided 2.33% N/A 0.77% N/A Table 9 above shows a significantly higher proportion of BME staff in all staff groups at SOAS compared to HEIs as a whole. The Other category, which incorporates other ethnic background, other mixed background and other white background has marginally increased since 2013 and the White British category has slightly declined We continue to monitor our staff profile by ethnicity. During 2013/14, our disclosure rate of ethnicity for staff stood at 36.65% with 475 employees recorded in this category. A breakdown of staff who disclosed their ethnicity to the School presented by job category is given in Section The average proportion of BME staff across the sector was 10%, at the School this staff at 25.44%. The majority of the School s total BME staff population are in Other Asian Background category at 7.33%,(see table 10) the Asian or Asian British Indian remain little changed however there appears to be an increase in employees who have chosen not to disclose their information. 22

23 4.6 SOAS Staff Ethnicity: Detailed Breakdown Table 10 : Staff Ethnicity Breakdown Ethnicity of SOAS Staff % of Total Staff (2011) % of Total Staff (2012) % of Total Staff (2013) % of Total Staff (2014) Arab * * * 0.077% Asian or Asian British Bangladeshi 1.00% 1.02% 1.08% 1.00% Asian or Asian British Indian 5.48% 5.32% 4.83% 5.01% Asian or Asian British Pakistani 1.33% 1.10% 1.25% 1.47% Black or Black British African 2.99% 2.66% 3.33% 3.55% Black or Black British 1.50% 1.64% 1.83% 1.93% Caribbean Chinese 5.90% 6.03% 5.58% 4.78% Information Refused 2.16% 1.89% 1.83% 2.39% Mixed - White and Asian 0.83% 0.94% 0% 0.96% Mixed - White and Black African 0.08% 0.08% 1.25% 0.16% Mixed - White and Black 0.58% 0.47% 0.58% 0.46% Caribbean Not Known 1.74% 4% 3.41% 1.00% Not Provided * * * 0.77% Other Asian Background 7.97% 7.51% 7.17% 7.33% Other Black Background 0.66% 0.86% 0.75% 0.77% Other Ethnic Background 7.14% 6.57% 6.67% 6.55% Other Mixed Background 1.66% 2.03% 2.17% 2.62% Other White Background 24.75% 22.42% 24.00% 24.36% White British 32.72% 32% 31.00% 32.00% White Irish 1.50% 1.49% 1.25% 1.23% White * * * 1.62% Table 10 shows there are no significant changes in the ethnicity breakdown of staff during the four-year period However, the data reported in the Information Refused category has increased from 1.83% in 2013 to 2.39% in 2014 following a slight fall since The ethnicity profile for this period shows a marginal increase in the number of BME staff in the School overall with a slight increase in staff from White British backgrounds. This data captured in Table 9 highlights that whilst there is increasing diversity within the School workforce, it is not representative of the population for HEIs, when comparing the School s workforce data to all HEI s workforce data. 23

24 White White British White Irish Other White Background Other Black Background Asian or Asian British - Asian or Asian British - Chinese Other Asian Background Mixed - White and Asian Other Mixed Background Arab Other Ethnic Background Not Known Information Refused Not Provided Grand Total Produced by HR Directorate 2013/ For the first time, HESE have included an Arab category in 2014 and this is reported at 0.077%. In future years, we will be able to report on trends in this category Further breakdown of the ethnicity of the School s workforce is shown in Table 11. This table shows 87 employees from BME fall within the Teaching & Research category, 139 employees within the professional support category. Teaching and Scholarship category is fairly evenly represented. However there are significantly higher percentages within the Research category. 4.7 Ethnicity Breakdown by Staff Group Graph 3 Ethinicity Breakdown by Staff Group December TEA % SUP% RES% ACA% Table 11 ACA ACA% RES RES% SUPP SUPP% TEA TEA% TOTAL BME % % % % 475 WHITE % % % Unknown % % %% % % % % % A further analysis of the ethnic breakdown by Staff Groups is illustrated in graph 3 above. In the TEA staff category, White, Asian and Other Black background has the highest band. For the Support Group, White, Black British, Asian and Mixed 24

25 White Caribbean are the highest band. However the Teaching & Research(ACA) category sets out significant ratio in the White other category. It must be noted, that this category of staff had the highest record of not known or information not disclosed of all the staff groups. The disclosure of information will be addressed in line with MEDE action to improve recording of data. Further analysis in the Pay Audit will identify the ethnic breakdown against grade and this can be compared against the SOAS staff group composition. 4.8 Age Profile of SOAS Employees 2013 and 2014 Table 12 Female(2013) Male(2013) Female 2014 Male 2014 Age up to (1.5%) 63(10.9%) 102 (14.96%) 69 (11.22%) (31.1%) 150(25.9%) 215 (31.52%) 157 (26.50%) (27.6%) 158(27.3%) 191 (28.01%) 163(26.50%) (19.4%) 123(21.3%) 131(19.21%) 140 (22.76%) (4.49%) 54(9.3%) 26 (3.814%) 50 (8.13%) 66 and over 14(2.2%) 27(4.5%) 17(2.49%) 36 (5.85%) All HEIs by Age Groups (2013 and 2014) Table 13 Female(2013) Male(2013) Female(2014) Male (2014) Age up to % 7.3% 9.5% 7.2% % 11.8% 14.8% 11.8% % 12.0% 14.6% 12% % 10.3% 11.9% 10% % 3.2% 2.2% 3.2% 66 and over 0.4% 0.86% 0.4% 1% SOAS AGE by Non Academic (2014) Table 14 Age RESEARCH SUPPORT TEACHING & Total SCHOLARSHIP UP to and over Total

26 SOAS AGE by Academic (2014) Table 15 AGE Academic Staff TOTAL and Over Total The tables in Section 4.8 illustrate the age profile for SOAS employees for the 2013 and The data is also represented against Non-academic and Academic staff and a comparison against HEI s for the period of 2013 and 2014 is also shown Between 2013 and 2014 female staff have increased in all age groups accept The age profile for the female category up to 30 has increased from 94 employees in 2013, to 102 employees in This trend has continued for female staff in the other age categories In is also noted that generally male employees have increase in the majority of the categories, however more significantly in the age range The male employees within the majority of categories remained generally unchanged, however there has been an increase of male employees in the age band in The majority of staff of all HEI s and SOAS staff were aged between It must be noted that the highest earning group with an average age of between for all sectors across England. (Published by the Office of National Statistics source Annual Survey of Hours and Earnings, 2014) The HR Team will continue to monitor these trends and incorporate the findings within workforce planning. 26

27 5. Workforce Profile Analysis Gender, Ethnicity, Disability and Age 5.1 Teaching & Research (ACA) Headcount The Teaching & Research workforce is made up of significantly more male employees, representing 189 male staff(61.76%) and 117 female staff(38.24% of the total workforce) A total of 17 female employees, but no male employees within the Teaching & Research category have declared a disability, whilst the remaining staffs in this category have not declared a disability or the information is recorded as unknown In terms of age, there are more academics in the age group categories than in other categories. This may demonstrate an ageing workforce; however there may be scope for workforce planning in the age group categories which currently has 63 employees Out of all the categories of staff, there are more Teaching & Research staff in the age category than in other single job categories for both HEI s and SOAS. 5.2 Support Staff (SUPP) Headcount The Support staff workforce has increase compared from 2014, a high proportion of female employees, with 257 female employees and 170 male employees out of 427 in total. Men are underrepresented in this category of staff in comparison. It is interesting to note, that there has been an increase in support roles within the under 30 category. 20 employees have been appointed within the age band 25 and under. Records show: 12 female and 8 male and if this trend continues it may help to address the gender pay gap (caused by the School employing a higher proportion of women in lowergraded roles). It was decided last year for further workforce planning to be undertaken in this area and it is pleasing to report that there has been an increase in recruiting younger employees to the School In terms of ethnicity, almost 32% of the support staff workforce is from a BME background, with 67% from white backgrounds and % unknown. 14 support staff has declared a disability, with the remaining stating they are not disabled or not disclosing information Each Support staff are represented across the age ranges fairly evenly, within the gender category. 27

28 5.3 Research Staff (RES) - Headcount The Research staff workforce of 32 employees is fairly evenly represented across the gender category. 17 are female and 15 are male. Research staff 17 research staff are in the age group, with the remaining 15 staff spread across the other age groups. 9 employees are from BME and 1 employee has declared themselves as disabled. 5.4 Teaching & Scholarship (TEA) - Headcount The Teaching & Scholarship workforce makes up the largest category of staff across the school, consisting of 532 employees, with 240 from BME backgrounds. 291 are females and 241 are male. This largest age group is with 164 employees following between and which each have 10% employees. 6. Staff Grievances, Disciplinaries, and Employment Tribunal Cases Table Casework is classified as informal or formal management of a misconduct, capability, grievance or sickness absence case. All formal activity is tracked and monitored by HR by age, gender, disability and ethnicity in order to monitor trends Informal casework is impossible to monitor as by its very nature, it is managed locally by line managers and not made known to HR. Formal Casework by gender, ethnicity and disability 2014 Category Disciplinary Capability Grievance - ET s Total complainant Gender Female Male Ethnicity BME White Other Not Declared Disability Disabled Not Disabled Not Disclosed Total

29 2014 Disciplinaries and Grievances Table 17 Gender Ethnicity Disciplinary Hearing Outcome 1 F Other White Summary Dismissal 2 M White British 1 Year Written Warning 3 M White British 6 months First Written Warning 4 M Other White Summary Dismissal Gender Ethnicity Grievance Hearing Outcome 1 F Chinese Not up held 2 M White British Not up held 3 F x 3 White British, White Irish and Other Black Collective Grievance not up held 4 M White British Not up held 2013 Disciplinaries and Grievances Table 18 Gender Ethnicity Disciplinary Hearing Outcome 1 M White British 1 Year Written Warning 2 M White British 6 Months First Written Warning Gender Ethnicity Grievance Hearing Outcome 1 F White Other Partially upheld 2 F White Other Not upheld 3 F White Other Partially upheld 4 M White Other Not upheld 2014 Employment Tribunal Claims 29

30 Table 19 Gender Ethnicity Employment Tribunals Outcome M White British Claim failed 6.2 Disciplinary There were four cases of formal misconduct in the year Of these, 3 cases were brought against white male employees with no disabilities. The other case against female employee, other white This data identifies that in respect of gender, more male employees than female were subject to formal disciplinary proceedings during the year. Despite the profile of the School being 52.58% female, 47.42% male Looking at the data source, there is however no concern about adverse impact in respect of gender or ethnicity as cases are spread across the School and contract groups. 6.3 Grievances There were 5 grievances in the year, of which all cases were not held. This was compared to the 4 grievances in the previous year. The 2 partially upheld grievances were from female staff. The 2 cases upheld were from a female employee aged and the final case was from a male staff member As the numbers of grievances is low School wide and spread across staff categories, it is difficult to draw realistic conclusions about this data and to identify if there is anything that has precluded BME staff from raising grievances. 6.4 Employment Tribunals There were 1claim brought against the School at Employment Tribunal, The numbers are too low to be able to draw any conclusions. Two case the claims were settled and the remaining case is due to be rescheduled. 6.5 Capability There were no formal capability cases in Flexible Working Although, flexible working applications are not recorded as part of this report, it is recommended that flexible working applications should be monitored against by age, gender, disability and ethnic origin. 30

31 And overall profile for future years. This area has also been highlighted by the Gender Charter Mark, Self-Assessment Team as an area for future monitoring and will be taken forward for Formal Sickness There were no formal capability cases in There were 30 cases referred to Occupational Health Services. It is planned in future years to report the Occupational Health cases by age, gender, disability and ethnic origin. 6.8 Employee Support Programme (ESP) The School provides a confidential Employee Support Programme (ESP) although details of employees using the service are not provided due to confidentiality. The School is only provided with anonymous data based on take up as follows: Table 20 Employment Issues 2013/ 2014 Legal 9 Telephone Counselling 17 Information 6 Finance 1 Total It is hoped with the introduction of the new Occupational health provider, for April 2015, to promote this area to improve overall take up. 7.0 Maternity 7.1 Although not directly casework, data about maternity leave and returners from maternity leave are reported here for information. As part of the monitoring process for the Gender Charter Mark Bronze Award the School has committed to monitoring the data of staff that do not return from maternity record trends, and monitor the take up of staff with adult dependents. These recommendations will be addressed and taken forward by the GEM Working Party as part of the three year action plan ( ). At present, for the period 2014 all maternity leaver s have returned to work or are currently on maternity leave. The other wider issues will be reported in the Staff Equality & Diversity report for 2014/15. Table 21 31

32 Employees on Maternity leave at Employees on Maternity leave at Employees on Maternity leave at BME Female White Female Employees failing to return to work after Maternity leave Total number of employee taking maternity leave Staff Turnover Table Overall Staff 6.15% 3.93% 4.2% 3.5% 5% Turnover Female Staff 8.15% 3.67% 5% 2% 5.4% Turnover BME Staff Turnover 6.26% 2.49% 3.7% 1.6% 5.3% For the 2013/14 period a total of 65 leavers are recorded, with an overall turnover figure of 5%. The staff turnover for was 3.5%, compared to where turnover was 4.2%. 9.0 Exit Questionnaires 9.1 It is planned to introduce electronic exit questionnaires to enable the School to report in this area, however age, gender, disability and ethnicity will be monitored in future years in a more meaningful way. 32

33 10. Recruitment Data: Ethnicity, Gender, Age, & Disability 10.1 Applications Ethnicity Profile of Applicants (Summary) During this period, 3106 applications were received by the School. The table below provides statistics on applicants by Ethnicity (summary from 2010 to 2014). Table 23 Ethnicity 2010(% to BME 1134(45%) White 1277(50%) Unknown 123(5%) Grand Total Applications 2011(% of 1087(48%) 1041(46%) 114(5%) 2012(%of 1439(43%) 1648(50%) 239(7%) 2013(% of 1334(54%) 974(39%) 153(6.2)% (% of 1334(43%) 1601(52%) 171(6%) The table shows a consistent percentage of applications received during the period of , however there has been a considerable increase in applications received during 2014, increasing from 2461 in 2013 to 3106 in There has been a slight decline in application from BME, decreasing to 43% in 2014, however comparing this percentage throughout the years 2010 to 2014 it has generally been in the 40% category, which is normal for the School. The significant increase in 2014, has been for the White category which has increase to 52% Applicants - Disability Profile of Applications (Summary) Table 24 Disability Declared 2010(% of No 2402(95%) Not Given 61(2%) Yes 71(3%) Grand Total Applications 2534 Applicants 2011(% of 2120(95%) 55(2%) 67(3%) 2242 applicants 2012(% of 3083(93%) 127(4%) 116(3%) 3326 applicants 2013(%of 2320(94%) 78(3%) 63(2.5%) 2461 applicants 2014(%of 2921(94%) 86(3%) 99(3%) 3106 Applicants The table shows data on applicants by disability from 2010 to The data over the period has remained fairly consistent and the applicants disclosing a disability have not significantly changed. 33

34 10.3 Applicants - Age Profile of Applications (Summary) Table 25 Age Range 2010(% of 2011(% of 2012(% of 2013(%of 2014(%of Under 20 1(- %) 1(0.04%) 2 (0.06%) 1(0.04%) 2(0%) (29%) 759(34%) 911(27%) 523(21.2%) 908(29%) (39%) 785(35%) 1306(39%) 1033(41.9%) 1187(38%) (18%) 396(18%) 617(19%) 538(21.8%) 574(18%) (9%) 205(9%) 263(8%) 204(8.2%) 266(9%) (1%) 20(1%) 38(1%) 41(1.6%) 34(1%) Over 65 6 (0.5%) 4(0.2%) 8(0.2%) 7((0.2%) 8(0%) Not 92(3.5%) 72(3%) 181(5.5%) 114(4.65) 127(4%) Provided Grand Total Applications 2533 Applicants 2242 applicants 3326 applicants 2461 applicants 3106 Applicants The table provides data on applicants by age from 2010 to As in previous years the School has received the majority of applications from the age range and this has increased slightly since A significant number of applications were received within the age categories particularly in the Teaching & Scholarship category The report illustrates an even split in the age range and this may be due to the abolition of the default retirement age and remains generally at 1% throughout the years The age profile for under has significantly increased from 21.2% in 2013 to 29% in This age demographic was identified in the Equality & Diversity report 2013 as a possible area for further workforce planning as a measure to attract more applications within this demographic. From the recruitment data, a number of applicants have applied for Professional Support posts in External Relations, Finance and HR We will explore further how many of the applications from this age range converted into successful candidates and the overall impact this has on the School. It must be remembered that for academic staff the requirement for qualification and experience for academic posts will have an impact on the age demographic The tables and charts on the next 2 pages set out the applications received by ethnic groups in 2013 and For the period in 2014, the School has received an increase in applications from the Black or Black British/African, Other Asian background, Chinese Other Ethnic background and White British categories. 34